Response to Instruction & Intervention
Response to Intervention is defined as the change in behavior or performance as a function of an intervention (Gresham, 1991). The RtI model is a multi-tiered approach to providing high quality instruction and intervention matched to student needs, and using learning rate over time and level of performance to inform instructional decisions. RtI involves the systematic use of assessment data to most efficiently allocate resources in order to improve learning for all students.
Response to Intervention is “data-based decision making” applied to education. The essential components of RtI include:
• Multiple tiers of evidence-based instruction service delivery
• A problem-solving method designed to inform the development of interventions
• An integrated data collection/assessment system to inform decisions at each tier of service delivery
The basic elements of RtI are required by the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA); therefore, they are included in the broad-based initiatives for schools striving to meet Adequate Yearly Progress (AYP) such as Reading First, Florida’s Continuous Improvement Model, Florida’s Positive Behavior Supports, Problem-solving/RtI State Pilot Project, and the Early Learning Success Initiative. Significant state initiatives have emerged since the enactment of the NCLB legislation.
Children must be provided with effective interventions if they are not making adequate progress and also with opportunities to accelerate their learning.
RtI is the practice of:
(1) providing high-quality instruction/intervention matched to student needs and
(2) using learning rate over time and level of performance to
(3) make important educational decisions to guide instruction
Students are able to move in and out of the individual tiers based on how well they respond.